Author/Authors :
acar güvendir, meltem trakya university - faculty of education, Edirne, Turkey
Abstract :
The purpose of the study is to examine how home (desk, private study room, a quiet place to study, computer, internet connectivity, textbook, and DVD player) and school educational resources (public or private, school location, class size, shortage of mathematics teachers, instructional materials, Internet connection, library materials, buildings and grounds, heating, cooling and lighting) are related to students’ mathematical literacy in PISA 2012. The students in Turkey who attended PISA 2012 form the sample of this study. The sample of the study involves 4308 students and 157 schools. (Turkish sample of PISA 2012 consists of 4848 students from 170 schools, but in this study, missing values in 13 schools were removed from the analysis before hierarchical linear modeling was done). Hierarchical linear model (HLM) was used for data analysis. The variables at student level (Level 1) which are related to mathematical literacy are having a study desk, computer, textbook, and DVD player. According to the results when the students have a study desk, computer, textbook, and DVD player, their mathematical literacy increases. The variable at school level (Level 2), which is related to mathematical literacy is having Internet connection at school.
NaturalLanguageKeyword :
Hierarchical linear model , home and school educational resources , mathematical literacy , Program for International Student Assessment , (PISA)
